Marburn Magazine 2020

MARBURN MAGAZINE A M A R B U R N A C A D E M Y P U B L I C AT I O N 2020 INAUGURAL ISSUE

dealing with disruption An unprecedented end to the school year due to COVID-19 drives transformation of learning, events, and fundraising.

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THE IMPACT OF PARTNERSHIP

The partnership between Marburn and the Columbus Metropolitan Library provides tools to enhance reading for children.

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DIVERSITY ROADMAP

Marburn’s commitment to diversity, equity, and inclusion has presented opportunities for the school to take steps toward change.

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LEGACY: LIVING A LIFE THAT LASTS

Earl Oremus and Jon Peterson have left legacies that have impacted Marburn’s community in a multitude of ways.

INNOVATION AND GRACE From The Board Chair

ABOUT MARBURN Marburn Academy is an independent day school devoted to serving the educational needs of bright students who learn differently due to dyslexia, executive function difficulties, and attention issues. Marburn is accredited by the Independent School Association of the Central States (ISACS) and is one of only 17 schools in the nation to have its language instruction program accredited by the Orton Gillingham Academy (OGA).

MARBURN VISION We envision a world where every child may learn.

MARBURN MISSION At Marburn Academy, we celebrate students who learn differently, empowering them to awaken their potential, to achieve success in school and life, and to drive positive change in our communities.

THE PAST YEAR HAS BEEN ONE FOR THE BOOKS, or perhaps more appropriately, one for the iPads, in a time of distance learning! The 2019-2020 school year is probably best described as unexpected and, quite honestly, unruly as we battled one unprecedented disruption to the education sector after another. This year we also lost two great influencers in our community: Earl Oremus, former Head of School and Jon Peterson, longtime advocate and champion for special education funding. They will be greatly missed. Read their stories on page 28.

I know I’ve said it before, but I’m proud to be part of a community that routinely sets the bar high, rises to the occasion, and handles each obstacle with grace and diplomacy. In reflection, there could not have been a better year to have Scott Burton, a 35-year Marburn veteran, at the helm as our Interim Head of School as we awaited the arrival of our sixth Head of School, Eldrich Carr. I want to publicly thank Scott for his steadfast leadership and caring support over this past year.

Read about the Head of School transition on page 29.

For every hurdle, our community found a work-around. And really, isn’t this what innovation, one of our core values, is all about? Learn more about how Marburn is dealing with disruption on page 16.

We are proud to share our inaugural

Marburn Magazine, which is designed around our five core values: Growth, Community, Communication, Sustainability, and the aforementioned Innovation. We hope you’ll find inspiration in

every page, every feature, alumni story, and community profile.

On behalf of the Board of Trustees, thank you for your partnership this year. We remain committed to students who learn differently, and we proudly celebrate their many successes in education and life.

Brian Hicks Chair, Board of Trustees

Marburn Magazine is published by Marburn Academy.

CORE VALUES

9555 Johnstown Rd. New Albany, Ohio 43054 Phone: 614.433.0822 marburnacademy.org

Community | Communication | Innovation Sustainability | Growth

ACCREDITATIONS

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facebook.com/marburnacademy instagram.com/marburnacademy twitter.com/marburnacademy

CONTENTS 04 08 12 16 22 30 WHO WE ARE

Meet Marburn

04 Meet the Team 06 Marburn by the Numbers

COMMUNITY

08 Tradition - A Time Honored Practice 10 The Impact of Partnership 11 Strengthening Our Community

Building strong partnerships

COMMUNICATION

12 Stepping Into a New Community 13 Marburn Myths 14 Diversity Roadmap

Open, honest, and direct

INNOVATION

16 Dealing with Disruption 18 Adept at Adapting 20 Theatrical Collaboration

22 Evidence-Based Research Drives Marburn’s Curriculum 24 More to Marburn 26 Prep for Life 28 Legacy: Living a Life That Lasts 29 Passing the Torch

30 Culture of Giving 32 Class of 2020 33 Alumni Notes 34 Shine 2020 Online Auction 35 Financials 36 Honor Roll of Donors

Empirical creativity in pursuit of excellence

SUSTAINABILITY

Maintain a strong, cohesive culture and high-quality program for children and families

GROWTH

Everyone is capable of growing and learning

Marburn Magazine 2020 3

Team

MEET THE

Marburn’s leadership team embodies the mission of the school, supports faculty and staff, and drives innovation and advancement in education for students who learn differently. Here, each of our executive team members answers the question, “Why Marburn?”.

ELDRICH CARR, HEAD OF SCHOOL Joined the community in 2020

“Marburn’s mission and values drive a culture where educators can empower students and families to overcome tremendous challenges. This, paired with the exceptional people at Marburn, their progressive mindset, and the Columbus community, made Marburn an outstanding opportunity my family and I couldn’t pass up.”

JENNIFER MARTIN-GLEDHILL, ASSOCIATE HEAD OF SCHOOL Joined the community in 2007

“My passion has always been working with underserved children through education–believing that underserved students deserve teachers who understand them and are masters at teaching to their population. As my career progressed, I realized how little educational research was applied in the classroom, and so my secondary passion became implementing evidence-based practices. Marburn is the perfect place for those things to marry. Our commitment to teacher education and research allows us to implement and adapt these practices, which impact students’ learning in a greater way.”

LUCY GODMAN, CHIEF ADVANCEMENT OFFICER

CHIP SPIRES, CHIEF FINANCIAL OFFICER

“It is such a privilege to work at Marburn Academy! I have a personal connection to Marburn’s mission, and I feel proud of the part I play in helping kids and families overcome adversity. This organization is innovative, and I get to work with really bright, creative, caring people who want to see the school advance and grow. What’s not to love?”

“I work at Marburn because it matters. The privilege of working in finance and still making a lasting impact through my work is something I cherish.”

LAURA SCHMIDT BRADY, CHIEF HUMAN RESOURCES OFFICER

SCOTT BURTON, SENIOR ADVISOR AND SPECIAL PROJECTS

“What a difference Marburn would have made in my son’s life had I known about the school nearly 20 years ago. Marburn’s mission and core values resonate with me personally, and supporting that work is exciting, fulfilling and a point of pride in my life. To see the faculty and staff interacting with our students with such passion, to watch students conquering challenges, and to hear the stories parents are so willing to share lets me know I am home.”

“Originally, I chose Marburn because I just needed a job, but the reason I stayed was because of the mission of the school. I felt this was a place where I could make a difference for students and families. I also liked that we were always looking to improve and broaden our services. Later in my time at Marburn, I’ve enjoyed the opportunity to help not only the students grow, but also the faculty and staff.”

Joined the community in 2017

Joined the community in 2018

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Joined the community in 2018

Joined the community in 1985

2020-2021 BOARD OF TRUSTEES Brian Hicks, Chair Hicks Partners, LLC

Steven Guy, Ph.D. Dr. Steven Guy & Associates

Michael Parkes Huntington Bancshares, Inc.

Tony White Thompson Hine

Tim Martin, Vice Chair The Scotts Miracle-Gro Company

Karen Heiser, Ph.D. Community Advocate

Jim Perry Safelite AutoGlass

Amber Williams L Brands

Jay Jadwin American Electric Power

Terry Sanders Sagemark Consulting

Sharon Wolfe Community Advocate

Jason Judd Big Lots

Beth Savage PwC

Eldrich Carr Ex-Officio Member

Steve Miggo Safelite AutoGlass

Carolyn Wall Community Advocate

Marjorie Garek Trustee Emerita

Rick Milenthal The Shipyard

Tom White The Daimler Group

Jessica Ditullio, Secretary JP Morgan Chase Tim Johnson, Treasurer Community Advocate Lisa Edwards Community Advocate

Thank you to these board members whose terms ended in 2020: Rhonda Anglim Community Advocate Mike McGovern Community Advocate Kerry Thompson Envisage Wealth Yvette McGee Brown Jones Day

FACULTY AND STAFF Includes contracted employees Fana Abraha Laura Aldag Rachel Ammons Tara Baker Erin Barr Stacy Baumeyer Maggie Bender Sarah Branaghan Dana Brennan Anneliese Brincks Leslie Buford Scott Burton Ben Burwinkel Eldrich Carr Ellen Clark Hillary Collins Amelia Compton Linda Condron Kyle Cook Lorien Dana

Yaa Dankwa Susan Dapo Robyn Delfino-Russell Leslie Dilley Kelly Dunlevy Nicolle Fischer Kevin Fish Vickie Fomich Linda FreemanWalker Karen Frengou Mindy Galbreath Lucy Godman Courtney Gonzales Kelly Grote Donna Hawkins Alison Hickman Leigh Hill Steve Hiltner Laura Hirsch Megan Howe

Kristen Huenemann Liesl Huenemann Kelly Hunter-Rice Lexi Kelley Evelyn Kelley-Antoine Sara Knight Austin Kochs Rachel Leininger Michelle Lewis Aaron Loskota Stacie Loskota Karen Lough Mark Lux Charlie Marsden Jennifer Martin-Gledhill Luke McKinnes Megan Menker Maureen Moore Lisa Neuhoff Joseph Nichols

Kenny Pargeon Shetal Parikh Erica Pennell Rebecca Penrod Archana Ramanujam Beth Rivera Evelyn Rivera Lauren Rossi Stephanie Royal Ruth Rubin Thomas Savage Sally Sayre Laura Schmidt Brady Dawna Shroads Rebecca Skinner Micaela Slone Samantha Smith Darrell Spegal Shane Spicer Janet Spigos

Chip Spires Ryan Stander Jessica Stefanacci Celeste Stevenson Stephanie Stover Trenton Diane Sumen Katie Talbott Michael Taylor Jessica Templin Paul Van Dop Bobbie Sue Van Leuven Lori Vu-Miller Jeanne Watkins Linda Welch Nicole Whitaker Kelly Widdows Robin Wigney Shari Wolfe Brandon Zall

FACULTY/STAFF ACCOMPLISHMENTS SARAH BRANAGHAN, LEXI KELLEY, SAMANTHA SMITH, JESSICA TEMPLIN, AND PAUL VAN DOP completed the Resident Educator program.

KYLE COOK obtained her Master of Education degree from Bowling Green State University and was inducted into the Phi Kappa Phi honor society. She also received a Google Educator Level 1 certification.

LEXI KELLEY received a Google Educator Level 1 certification.

CHARLIE MARSDEN completed recertification of Outdoor Emergency Care training to assist with ski patrol during Voyageurs trips.

STEPHANIE ROYAL AND THOMAS SAVAGE presented at the National Network of Schools in Partnership conference in Philadelphia.

RYAN STANDER became Secretary of the Board of Trustees for the Ohio Biological Survey.

NICOLE WHITAKER passed candidacy exams at OSU and is currently a doctoral candidate for a Ph.D. in Mathematics. She also presented research at the North American Chapter of the International Group for the Psychology of Mathematics in St. Louis and served on the review panel for the American Educational Research Association.

Marburn Magazine 2020 5

MARBURN

BY THE NUMBERS 2019-2020 SCHOOL YEAR

302

73

STUDENTS IN GRADES 2-12*

*Fi rs nu t gra mb de er of avail qu a alifi ble ed bas ap ed plic on an the ts.

NEW STUDENTS IN GRADES 2-12*

8:1

STUDENT-TO-TEACHER RATIO IN GRADES 2-8*

100

FACULTY AND STAFF MEMBERS**

16:1

ll, fu me ees i t art loy , p emp ors tut acted l l a tr es on lud nd c nc **I e, a tim

STUDENT-TO-TEACHER RATIO IN GRADES 9-12

331 628 424 24

TH

GRAND FRIENDS ATTENDED GRAND FRIENDS DAY 6 Marburn Magazine 2020

FREE COMMUNITY PARENT SEMINAR & WEBINAR ATTENDEES

YARD SIGNS DELIVERED TO STUDENTS, FACULTY, AND STAFF

PLACE FINISH AT THE STATE LEGO ROBOTICS COMPETITION FOR MIDDLE DIVISION

98,000 APPROXIMATE MINUTES PER MONTH OF RECORDED CLASS MEETINGS DURING SCHOOL CLOSURE

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CLUB PROGRAMS OFFERED

19,529

100

SESSIONS OF COLUMBUS METROPOLITAN LIBRARY’S READING BUDDIES PROGRAM

1,925 + CUMULATIVE HOURS OF PROFESSIONAL DEVELOPMENT TRAINING

BY FACULTY AND STAFF

275 +

CUMULATIVE HOURS OF DIVERSITY TRAINING

BY FACULTY AND STAFF

65

18

HIGH SCHOOL GRADUATES

STUDENTS PARTICIPATED IN ONLINE SUMMER OFFERINGS

95%

OF STUDENTS RECEIVED SCHOLARSHIP FUNDING

175

INSTRUMENTS PLAYED IN MUSIC CLASSES

STUDENTS SERVED THROUGH FREE EARLY READING SCREENINGS

36

FACULTY & STAFF DONATED DURING THE BLOOD DRIVE Marburn Magazine 2020 7

COMMUNITY

Tradition

A time-honored practice

Traditions are a pathway to connect with others, a route to creating lasting memories that are passed down, and a practice looked forward to year after year. For children, school traditions can deliver a sense of comfort and connectivity with classmates and instill a sense of pride in their school. Plus, traditions are just fun!

AWARDS CEREMONIES: At the end of every school year, each division has an awards ceremony to honor students.

During the Middle Division ceremony, 8th grade students are presented with a t-shirt, a small momento signifying the start of one’s high school experience.

FALL PICNIC: The annual fall picnic is organized by our MPTO and is held in October at the 15-acre property of Lower Division teacher, Donna Hawkins. Attended by an increasing number of people each year, Donna and her husband ensure a great time of fun, food, and connecting for all Marburn families, faculty, and staff.

SCHOOL MUSICALS: Each year Marburn presents a Lower Division musical as well as a combined Middle/High School musical. Our drama department holds private performances during the school day for the entire Marburn student, faculty, and staff population. Evening and weekend performances are also available for ticket purchasers.

GRAND FRIENDS DAY: Held in late fall, this day allows students to proudly present Marburn to grandparents or special adult friends. More than 300 Grand Friends visit our building to share class time and an activity with their Marburn student.

MIDDLE DIVISION FALL EVENT: Every year the Middle Division hosts a fall community event, such as a movie night or game night.

LOWER DIVISION BIKE TRIP: Lower Division students participate in an annual bike trip each fall. During the 2019-2020 ride, the groups rode along the Alum Creek Trail and visited local playgrounds and a dirt bike path along the way.

THANKSGIVING FEAST: Each year, before Thanksgiving break, Marburn students participate in a Thanksgiving Feast.

Alumni are invited back to visit with their past teachers and classmates and share a catered Thanksgiving meal with current students, faculty, and staff. Activities include community projects, a pep rally, and a basketball game where faculty and staff take on Panther basketball teams.

HIGH SCHOOL MAY TERM: High School students enroll in May Term, a program in which students take part in classes outside of the normal curriculum for two full weeks. This “term” allows students to explore affinities and develop passions.

Biking, art and design, pottery, cooking, photography, bird watching, short story and poetry writing, and many more exciting courses are available to students.

MARBURN SENIORS: Senior Breakfast, Senior Dinner, and Senior Cookout are all traditions that our oldest students look forward to as they move through their time at Marburn. One of the most beloved traditions for each of our Senior students is the opportunity to have a teacher of their choosing introduce them before giving a graduation speech at the Commencement Ceremony.

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It is said there are two gifts we should give our children; one is roots and the other is wings. With established traditions, Marburn provides strong roots to promote an experience that allows students to connect, bond, and feel a part of something bigger than themselves. Marburn’s approach of meeting students where they are academically, socially and emotionally, and teaching them strategies to overcome challenges, gives them wings.

Marburn Magazine 2020 9

COMMUNITY

the impact of partnership IN 2018, COLUMBUS METROPOLITAN LIBRARY (CML) AND MARBURN ACADEMY engaged in a year-long collaborative partnership to enhance CML’s Reading Buddies program. Here, Kathy Shahbodaghi, Public Services Director at Columbus Metropolitan Library, reflects on the impact of the program over the 2019-2020 school year.

What is Reading Buddies?

Since 2014, Columbus Metropolitan Library’s (CML) Reading Buddies program has offered 15-minute, one-on-one reading time with a CML staff member or volunteer for children in Kindergarten through 3rd grade. The program was developed in response to Ohio’s Third Grade Reading Guarantee, which showed that an alarming number of central Ohio students were not proficient in reading.

How did Marburn enhance the program?

Throughout the 2018-2019 school year, Marburn worked closely with library staff, volunteers, and administration to hone a skill and strength-based approach to em10 Marburn Magazine 2020

power staff and volunteers with tools that reinforce essential reading skills. This new iteration of Reading Buddies was deployed at all 23 branches of the library starting in August of 2019.

Why did a partnership with Marburn Academy appeal to the library?

Marburn Academy is a leader in research-based educational best practices and is a recognized expert in helping students of all ability levels learn to read. At CML, we are focused on using developmentally appropriate practices in our Young Minds’ work. Like Marburn, we are relationship focused, data-driven, and recognized the value a partnership with Marburn could bring to our work with students. Specifically, staff and leadership recognized the varied learning differences with the students we serve and looked to Marburn as an expert resource for direction on best practices for helping all students learn to read.

How has the new iteration of Reading Buddies impacted stu-

dents, families, library staff, and volunteers?

Students now receive instruction targeted to their reading level and skills while also having their reading strengths highlighted. This skill and strength-based approach has given many new readers positive experiences.

Families receive updates on their

Stephanie Royal, Marburn’s Director of Outreach, instructs CML’s Branch Managers on implementing new tools in the Reading Buddies program.

child’s progress via in-person conversations with the staff or volunteer that worked with their child.

This reading update is a new connection between caregivers and library staff since, in the past, CML did not consistently follow-up with caregivers.

Library staff now have a structured approach to Reading Buddies.

community

STRENGTHENING OUR

MARBURN ACADEMY IS COMMITTED to serving as a catalyst for improving the quality of education available to people with learning differences throughout Central Ohio and the nation.

In this role, Marburn Academy acts as a resource for parents and community partners and a training center for educators and other professionals.

Central Ohio College Fair for Students with Learning Differences In support of students in our community, Marburn Academy hosts an annual college fair for students with learning differences. The event offers students and their families the chance to speak with representatives from colleges and universities about programmatic options and opportunities for academic support.

Held on February 27, 2020, the third annual Central Ohio College Fair for Students with Learning Differences featured 25 post-secondary institutions from five states. This collection of colleges, universities, and technical schools engaged 160 attendees from 17 school districts about their institution’s specific opportunities for students with learning differences.

MarburnCon19

MarburnCon is a national conference that brings together innovative ideas, amazing minds, and dedicated educators to explore best practices for teaching and supporting students who learn differently.

On October 3 and 4, 2019, Marburn hosted its annual conference, #MarburnCon19 - Writing: From Research to Results. The conference featured seven speakers and industry experts in the field of writing, including keynote speakers Steven G. Feifer, D.Ed. and Stephen Hooper, Ph.D. With this, there are additional expectations. Additional resources and training were created to support staff development. These opportunities have built staff knowledge of the reading acquisition process.

How has this work impacted other library initiatives?

This work has reinforced the importance of working with experts in the community, like Marburn, to bring industry best practices and developmentally appropriate methodology to our work with Young Minds.

This was obviously a very different year with a shut-down in March, and this likely had an impact on the program. How many sessions were accessed through the Reading Buddies program this school year?

While Columbus Metropolitan Library had initial concern that usage would drop, attendance actually increased over the open months of the 2019-2020 school year. From August 1, 2018 to March 1, 2019, 19,381 students signed up. In that

same time frame in 2020, nearly 19,600 students signed up.

Due to the shutdown, CML was unable to complete a follow-up parent/caregiver survey; however, we do know anecdotally that parents, volunteers, and students felt that the new approach to Reading Buddies provided a value-added component.

The world has changed this year through the pandemic. How has Reading Buddies adapted?

For the safety of customers and staff, CML has been unable to offer in-person programming since mid-March. However, we are looking at ways we can offer Reading Buddies virtually along with virtual homework help. In addition, CML is planning to develop online Reading Buddies training for parents to help caregivers navigate the new blended learning approach to education.

Learn more about all of Columbus Metropolitan Library’s School Help programs at columbuslibrary.org/ school-help.

Eight states were represented with 108 attendees from 18 schools/organizations. Attendees were presented with tools and strategies related to writing instruction to support students who learn differently, collectively impacting more than 2,100 students nationwide.

Free Early Reading Screening Program Marburn Academy offers free early reading screenings for children in kindergarten, first, and second grades whose parents want to know if their child is likely to encounter difficulty in learning to read. The screening is developmentally appropriate and based on meta-analysis of research in foundational early literacy that is predictive of later literacy skills.

Between July 2019 and March 2020, 52 students from 17 school districts were screened onsite by our team of experts. In May and June of 2020, in response to the COVID-19 pandemic, 13 additional families were served through a free virtual reading consultation.

Marburn On-Demand (MOD) In December 2019, Marburn Academy began its collaboration with local custom learning solutions company Xcelerate Media to develop Marburn On-Demand­, an eLearning platform that furthers Marburn’s commitment to impacting the Central Ohio community and beyond. The platform is a one-stop digital portal that offers education, research-based practices, resources, and support to parents, guardians, and educators of students who learn differently.

MOD launched in a testing phase in October 2020. We’re excited to have the capability to share webinars, articles, and other resources that will continue to support families in our community.

Marburn Magazine 2020 11

COMMUNICATION

[StEpPiNg|InTo] A NEW COMMUNITY

JOINING A NEW SCHOOL can be an exciting time filled with hope and optimism. It can also be filled with worry and uncertainty. Who do I speak to if I need spirit wear? Where is the school calendar? Will my child have the opportunity to meet new kids?

At Marburn, we lay out a plan that allows new families to feel supported and connected from the start.

Here, you’ll walk through the path of introduction new families currently undergo at Marburn. The path has been, and will continue to be, adapted to better refine the family experience and promote a healthy transition for both students and their caregivers.

Marburn accepts new students on a rolling basis so students may be transitioning into the community at any point throughout the school year.

ENROLLMENT PROCESS

When families first learn of Marburn Academy and the success it could bring to their child who learns differently, they are typically interested in gathering more information about how the school could support their child’s educational journey. Some take time to think about transitioning their child to Marburn and what it might mean for their families. Others do not hesitate to schedule a 15-minute introductory call 12 Marburn Magazine 2020

with the admission team. In the introductory call, the admission team gathers information to determine if the student’s needs can be met through Marburn’s program.

admission process begins. The admission office will review necessary documents and provide a tour of the building, and the student will attend a shadow day at Marburn.

When it is decided that both the family and Marburn feel the student could find success at the school, the

When all necessary elements of the admission process are complete, a contract is offered and signed.

CONNECTION

When a family is officially enrolled, they are contacted by a parent liaison, a current Marburn parent who will be a guide through their first year. Their assigned parent liaison is there to answer questions that arise and to be a friendly, familiar face at community events.

The family is also encouraged to join the Facebook group “Marburn Academy PTO” where they can interact with other Marburn families and be kept abreast of all MPTO sanctioned events and activities.

SUMMER COFFEE EVENTS

In June, families are invited to New Parent Coffee events. These events, hosted by the Head of School, provide a casual atmosphere to check in, ask ques-

tions, and learn a bit more about joining the Marburn community. These events help new families meet each other in an intimate setting and allow relationships to begin forming.

In July or August, families also have an opportunity to join the rest of their student’s division at a Division Coffee Event held by their respective Division Head.

These events are larger but provide another opportunity to connect with other Marburn families. Many find someone who lives in close proximity and some find a carpool buddy through this process. Others find a new friend with which to exchange stories of their journey to Marburn.

COMMUNICATION WITH TEACHERS

At other schools, many of our families share that teachers only call when there is a problem. At Marburn Academy, we celebrate our students. Our new families are often pleasantly surprised by the number of personal communications they receive from their child’s teacher about the great things their child is doing in class and throughout the hallways of Marburn Academy.

CONFERENCES

At Marburn Academy, we hold 30-minute conferences with families three times per year. We know how important it is to review a student’s progress and path for improvement moving forward. Middle Division and High School students participate in the conference in order to have a voice in problem solving and planning for the future.

MEET THE TEACHER

Marburn holds a Meet the Teacher event in the days leading up to the new school year. This time allows students an opportunity to reacquaint themselves with the school footprint, identify the location of their classrooms, and for students and parents to meet teachers for the first time.

NEW STUDENT ORIENTATION

The day before the official first day of school is reserved for New Student Orientation. In this four hour time frame, students get to know the school, meet fellow new students, and interact with their teachers in a more casual and fun environment. Our hope is that students are able to make some initial connections during New Student Orientation so when they arrive on the first day, they recognize a friendly face.

MARBURN ACADEMY PARENT SEMINARS (MAPS) Our MAPS series takes place over the first two weeks of school and is required for all new families.

The three sessions delve into the Marburn Experience, Marburn’s behavior management philosophy, and the details of our language and math curriculum.

MARBURN 1

MYTH: MARBURN IS UNAFFORDABLE

45% of our families receive need-based aid from Marburn, and approximately 95% receive funding from the Ohio Department of Education under the Jon Peterson Special Needs Scholarship. Marburn families typically pay approximately 41% of annual tuition costs.

2

MYTH: MARBURN SERVES STUDENTS WITH LOW COGNITIVE ABILITIES

Our program is designed for students who simply process information differently than some of their peers. Students admitted to Marburn are required to have a full-scale IQ of average or above or a demonstrated potential for average or above average achievement.

3

MYTH: MARBURN USES A WATERED-DOWN CURRICULUM

Marburn Academy provides specially designed instruction, accommodations, and intervention to engage students with grade-level content standards. Our approach enables non-intuitive learners to build conceptual understanding and application of concepts through explicit instruction, direct support of student skills, and problem solving. Our students move on to a variety of post-secondary options.

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MYTHS MYTH: MARBURN STUDENTS DON’T HAVE A TYPICAL SCHOOL EXPERIENCE

At Marburn Academy, in addition to developing academic skills, we place emphasis on developing the whole child by offering a wide range of co-curricular opportunities. Below are just a few of the programs available: SPORTS: Basketball • Ultimate Frisbee • Cross Country AFTER SCHOOL PROGRAMS AND CLUBS: Robotics • Creative Arts Magazine • Girls on the Run/Let Me Run • Glitter Club • Yoga • Ceramics • Yearbook • Fall Musical (1st through 5th grade) • Spring Musical (6th through 12th grade) COMMUNITY AND ACADEMIC: Dances • Prom • National Honor Society • Key Club

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MYTH: MARBURN SERVES STUDENTS WITH BEHAVIORAL ISSUES

Our program is not designed to serve students with persistent or severe behavior problems stemming from primary neurological, psychological, or emotional challenges.

Marburn Magazine 2020 13

roadmap

DIVERSITY 2017-2018

2018-2019 UNDERSTANDING KEY VOCABULARY Marburn’s Diversity, Equity, and Inclusion (DEI) Committee, formerly called the Diversity and Inclusion Committee, co-chairs were appointed in November of 2017. In December of that year, the co-chairs and the Associate Head of School attended the National Association of Independent Schools’ (NAIS) People of Color Conference (PoCC) where they gathered information on how to launch a DEI initiative in an Independent School.

In January of 2018, the DEI Committee was organized and took on their first task of developing a committee mission statement to align with the school’s core values.

The committee collaborated with Performance Con-

2019-2021

DEI COMMITTEE

MEMBERS 14 Marburn Magazine 2020

sulting Services, a business and training consulting firm addressing the specific and general needs of individuals, teams, and organizations, to develop the foundational building blocks to launch the DEI initiative.

Two professional development sessions with faculty and staff were led by the committee to break the ice around DEI topics. During the sessions, Performance Consulting Services introduced the Diversity Suite, a foundation for the vocabulary to be used at the school.

In the summer of 2018, Performance Consulting continued its professional development training with Marburn’s leadership team.

UNDERSTANDING EACH DIVERSITY SUITE During the 2018-2019 school year, the DEI Committee met bi-weekly in order to establish professional development sessions to increase faculty and staff knowledge around DEI topics. Marburn’s faculty and staff participated in three professional development sessions. Each session, led by both the DEI Committee and Performance Consulting, took a deeper dive into the elements of the diversity suite: Awareness, Consciousness, Inclusion, and Integrity.

In the summer of 2019, Performance Consulting Services continued its profes-

sional development training with Marburn’s leadership team, the DEI Committee members, and other faculty and staff members to understand ‘the why’ behind the importance of diversity in the workplace. The DEI co-chairs collaborated with Human Resources (HR) to develop a conflict resolution plan to support faculty and staff through DEI-related conflicts and added DEI language to the faculty/staff handbook. A presentation was also created to introduce new employees to Marburn’s commitment to DEI during the onboarding process.

Leigh Hill, Co-Chair

Kelly Hunter-Rice, Non-teaching academic

Archana Ramanujam, Co-Chair

Shetal Parikh, Administration

Rachel Ammons, Specials

Ruth Rubin, High School

Maggie Bender, Non-teaching academic

Thomas Savage, Administration

Leslie Dilley, Lower Division

Paul Van Dop, Middle Division

The Diversity, Equity, and Inclusion Committee develops, celebrates, and empowers the Marburn Academy community by encouraging courageous conversations that increase kindness and empathy while supporting our mission and core values.

IMPLEMENTATION AND APPLICATION While three faculty and staff DEI sessions were planned for the 2019-2020 school year, only two were completed due to the COVID-19 closure. The committee reviewed the school’s Core Values and solicited feedback from the entire faculty and staff on possible revisions to place more emphasis on DEI. The new inclusive language was adopted along with a conflict resolution policy and a more detailed committee structure.

crafted an email to families in response to the death of George Floyd and protests across the country. Around that same time, faculty and staff members were also introduced to Marburn’s internal Google Site dedicated to DEI information and resources. The Board of Trustees also discussed the topic of DEI at length during a Board Retreat.

LONG-TERM GOALS

The committee co-chairs again attended NAIS PoCC, researched how other schools fund DEI initiatives, and met with the DEI Director at Columbus Academy to learn how local independent schools are applying DEI initiatives and to explore potential partnerships.

In the Spring of 2020, Marburn parents were also introduced to the important DEI work that the school was undergoing when Performance Consulting Services presented to Marburn parents at an MPTO event.

In June of this year, in collaboration with the then Interim Head of School, Scott Burton, the committee co-chairs

In collaboration with other departments at Marburn, examples of the DEI Committee’s aspirational goals include:

ic team to continue creating a curriculum and pedagogy that highlights diversity, equity, and inclusion.

u Developing a three to fiveyear strategic plan u Highlighting DEI initiatives on the school website u Supporting families and the community through Outreach and MPTO u Continuing to build diversity within our student, faculty, and staff population u Working with the Academ-

Overall, Marburn is creating a cohesive DEI program that supports students, families, faculty, staff, and Board members by fostering conversations, participating in professional development, and collaborating, while also recognizing the need for fluidity and change.

2019-2020 GOALS

While we know our work is far from done, we are committed to fostering inclusive relationships and teamwork by understanding and seeking diverse perspectives while helping shape our students who will bravely impact our world’s future for the better.

Marburn Magazine 2020 15

INNOVATION

DEALING WITH DisruptiOn IT STARTED WITH A FEELING of uncertainty and unease. There were flashes of what was to come but nothing seemed quite in focus. January and then February brought news of the coronavirus­— COVID-19­—but it seemed to be taking hold overseas, not here. Seemingly overnight COVID-19 was dominating every newscycle as the unimaginable magnitude and scale of the crisis started to sink in. And yes, it was here. Borders began to close, markets became unstable, and the John Hopkins Coronavirus Resource Center reporting dashboard was bookmarked in everyone’s browser as we watched the ticker climb. Never in our lifetimes have we experienced this type of threat and overall disruption.

unclear what to believe, when to act, and when we did, what to say. Decisions needed to be made, and as soon as we would reach a resolution, the landscape or information would change, and we would be sent back to the drawing board. This went on for weeks. We had no idea what it would mean to our community of students who depend on us each day for education and social-emotional support.

At Marburn, there were times we were largely unsure what was happening. Like the rest of the world, we were figuring it out in real time! It was

Marburn is known for its tenacity and grit—we’re often called “the little engine that could”, and 2020 illustrated just what we’re capable of. We

16 Marburn Magazine 2020

Our go-to remained our core values, the faith in good people making decisions that keep students and families first, and our community’s patience and trust as we weathered the “unprecedented time” together.

are still in the throes of the pandemic, but we have made sure to carve out places of normalcy, catch our breath, and recharge so we can continue to work through this world health crisis while still delivering the educational needs to students who need us. We’re proud to be an organization that seeks to leverage opportunities and, in an industry that is slow to change in many ways, be on the forefront of innovation.

ACademiC RespOnse When the school was required to close in March, our faculty and staff realized that an all-virtual option was a challenge for our students, perhaps more so than other populations. While we recognized that structure, routine, and shorter learning segments helped keep students focused and on track, we also understood that parent assistance at home was not always possible, as oftentimes parents were working in and outside of the home during this time. With this knowledge, the school decided to prioritize language, math, and Panther block with live classes.

Small groups were put in place to keep the learning interactive and as manageable as possible as students learned to navigate their new digital classroom.

to be very creative with the items in their homes,” she said. “It also forced my students to look at some master paintings! Also, it’s just fun, and sometimes the fun of art gets totally lost, then art becomes too self-important and pretentious. During the shutdown, fun was something everyone needed.”

Rachel Ammons, Marburn’s music teacher, encouraged students to make musical instruments at home and demonstrated in a video how she made a bagpipe from household items. Lower Division teacher, Donna Hawkins, delivered books to students from her car using a rake to hand each book to students in order to maintain social distance. Marburn even celebrated online learning with its first ever Virtual Spirit Week where students were encouraged to share photos from home of Crazy Sock Day, Pajama Day, Hat Day, Twin Day, and Marburn Spirit Wear Day. New technology tools were also introduced with programs like Flipgrid, where teachers could create discussion topics and students could respond with short videos shared with the class. Jamboard, Google’s virtual whiteboard, allowed students to collab-

orate virtually with teachers, and edpuzzle offered teachers the opportunity to incorporate pop up questions to videos to check if students were watching videos and track comprehension.

Our local Ohio History Connection (OHC) was equally quick to adapt its programming for area schools unable to visit the center. The OHC not only offered a “learn at home” section of its website, but also created age-appropriate content and videos in lieu of field trips. Social Studies teacher Lexi Kelley found the video about the underground railroad and the life story of John Parker to be particularly engaging with her students. “It was so helpful to have these resources to bring the material to life,” she said.

During the school’s closure in the spring, teachers recorded all of their online sessions with students so that any student who couldn’t attend was able to access the recordings later. Approximately 98,000 minutes of online sessions were recorded each month during the school closure.

Marburn kicked off summer break 2020 with another Continued on next page

Lessons were learned in the spring by faculty and staff that informed a more robust program for the first four weeks of virtual learning at the beginning of the 2020-2021 school year, and summer educational touchpoints for students were designed to mitigate the COVID slide.

While everyone was attached to their monitors and sequestered at home, social media was used to band together communities for some incredibly creative and innovative projects like the art challenge from the Getty Art Museum in Los Angeles that asked individuals to take famous works of art from its online collection and re-imagine them using objects, pets, and other articles from around the home.

Art teacher Sally Sayre presented the Getty Art Museum Challenge to her High School students. “The Getty Challenge was so great because students had

“Your teachers are rock stars with distance learning. We couldn’t be happier with everything Marburn has done—the level of communication, the easily accessible daily work lists, the end of week recap sent by each teacher, and all of the online learning sessions. You guys went above and beyond in your commitment to ensuring the kids were learning!”

—nikki memmelaar, Marburn Parent

Marburn Magazine 2020 17

INNOVATION

new event—the Panther Parade. Students and their families were the entertainment as a line of cars wound around the school and teachers cheered for students, blew bubbles, and waved Marburn foam hands from the parking lot. In addition to the joy it brought us to see our families at the school again, it also allowed students to pick up any materials left at school and drop off items to be returned.

Our second Panther Parade launched the 2020-2021 school year as families again joined in the fun while picking up supplies for the start of school. After a difficult decision to start the school year remotely for the first four weeks, the Panther Parade was a fun celebration that allowed our faculty and staff to meet students and families.

summer prOgrams

When Marburn was forced to cancel its heralded Summer School program, and with the realization that some students in our day school may be falling behind in their studies due to distance learning, an idea was born.

Interim Head of School, Scott Burton, asked the academic and Summer School teams to find a way to extend educational support and community engagement throughout the summer at no cost to families. Three main offerings were developed to build community and review essential concepts for each grade level.

Book Clubs and Guided Math were both offered twice a week. Book Clubs allowed students to use text to guide comprehension, extend vocabulary, and explore forms of writing. Small groups read and discussed age-appropriate books, and teachers led discussions about assigned reading at each club meeting.

Guided Math offered students the opportunity to participate in math sessions with Marburn teachers. To limit learning loss of key concepts, teachers provided live videos that covered the essential skills needed for each grade level. In each video, the teacher walked students through conceptual and procedural understanding. Then, students had a chance to complete similar problems while receiving guidance and review from a teacher.

After each set of three concepts were reviewed, students were offered interleaving practice: a mix of problems requiring different solving strategies designed to help with retrieval and improve retention of key concepts.

Adept

Adaptations and tools are a critical part of Marburn’s academic program. Some students use adaptations and tools to manage the challenges associated with their learning differences, while others use them to better focus in class.

ADAPTING

Marburn offers access to adaptations and tools to students in any division and gives students the autonomy to determine if they want or need to use them. Students have access to and use assistive technology tools on iPads and laptops including Speech to Text, Grammarly support for writing, Read Write Gold, and so much more. In addition to tools that are used throughout our environment, students are also coached on

at

Noise cancelling headphones are used to reduce sensitivity to loud noises in classrooms and during pep rallies.

18 Marburn Magazine 2020

Lower Division students use dictation and Siri on iPads to speed up the typing process, and cameras are used to respond to prompts rather than responding in writing.

Wobble stools and standing platforms are used in Lower and Middle Division classrooms to help maintain focus.

2020 COvid-19 wEbinar sEriEs Seeing an urgent need to share relevant and timely resources with our community during the closure, the Outreach department created a series of responsive webinars to help families navigate a new normal. More than 1,300 participants in our community and beyond registered to attend the series of seven webinars. Below are the topics and speakers from those webinars. A recording of each webinar can be accessed at marburnacademy.org/recorded-seminars.

APRIL 9, 2020: Send Help! How Do I Manage the “New Normal” for My Student Who Learns Differently?

Presented by: Alison Hickman, School Counselor, Marburn Academy and Kelly Hunter-Rice, Dean of Students, Marburn Academy

APRIL 16, 2020: Helping Our Children Cope with Stress and Frustration: Proactive and Reactive Strategies

COvId-19 EmergEnCy Family assistanCE prOgram

While the long-term effects of COVID-19 are yet to be fully understood, we recognized immediate need for families who were suddenly presented with significant financial hardship due to the crisis and identified countless students whose education could suffer due to the complexities of remote learning and home life challenges.

As leaders in the education space, we wanted to ensure students and families who needed us most could continue to access uninterrupted services. In response, Marburn Academy created the COVID-19 Emergency Family Assistance Program to help mitigate temporary financial hardship due to the global pandemic. It includes opportunities for qualifying families to receive an option for a payment deferral, an extended or modified payment plan, and/or additional financial aid for the 2019-2020 school year and/or 2020-2021 school year from the Family Emergency Assistance Fund. To date, 38 families and counting have received benefits from the program.

Presented by: Dr. Cheryl Chase, Clinical Psychologist, Chasing Your Potential

APRIL 30, 2020: Parents’ Guide to Executive Function in the Age of Coronavirus: A Guide to Not Pulling Your Hair Out! Presented by: Dr. Bill Benninger, Psychologist and Dr. Steven Guy, Pediatric Neuropsychologist

MAY 7, 2020: Support During Coronavirus: Strategies for Students with Language Difficulties (Think Like a Teacher!)

Presented by: Kelly Dunlevy, High School Faculty, Marburn Academy and Archana Ramanujam, Speech Language Pathologist, Marburn Academy

MAY 14, 2020: Support During Coronavirus: Ways to Use the E+R=O Framework

Presented by: Scott Burton, Interim Head of School, Marburn Academy and Scott Daly, Director of Training, Focus 3

JULY 16, 2020: Transitioning Back to School in the Time of Coronavirus Presented by: Stephanie Royal, Director of Outreach, Marburn Academy, Samantha Paulin, Behavioral Health School Based Therapist, Nationwide Children’s Hospital, and Dr. Tina Schneider, Counseling Psychologist

AUGUST 12, 2020: Effective Strategies for Distance Learning

Presented by: Dr. Paul Riccomini, Associate Professor of Education, Penn State College of Education and Dr. Bill Benninger, Psychologist Specializing in the the Diagnosis and Treatment of ADHD

how to ask for adaptations or tools to support their individual learning and have access to items like noise-canceling headphones, wobble stools, standing tables, and fidgets to help them stay on target in class.

Most importantly, students develop the self-advocacy and independence to know who they are as a learner and how to use strategies and tools to succeed far beyond their time at Marburn.

Grammarly is used by students in all divisions to support with spelling and grammar errors in writing so students can concentrate on content.

Teachers use the Redcat Audio Classroom System for audio amplification throughout the classroom to aid auditory processing.

Access the series of Marburn’s recorded COVID-19 webinars at this QR code.

w

Students were also offered the option to continue teletherapy with Marburn Speech Language Pathologists to support language needs throughout the summer.

Text to speech and speech to text tools are used by students of all grade levels to listen to assignments and support reading and language challenges.

Marburn Magazine 2020 19

INNOVATION HERE SECTION / WRITTER MAYBE

THEATRICAL COLLABORATION EACH YEAR, LOWER DIVISION STUDENTS, ALONG WITH MR. FISH, MARBURN’S DRAMA TEACHER, CREATE AND PERFORM A CUSTOM PLAY BASED ON A CHILDREN’S BOOK.

20 Marburn Magazine 2020

Nearly thirty students are gathered behind the scenes of the Black Box theater. There's chatter among them as their family members shuffle through the chairs to find a seat. The excitement has been building over the last eight weeks of rehearsal and preparation.

Today is performance day, and there's electricity in the air.

WITHIN THE FIRST MONTH of school, Mr. Fish, Marburn’s Dramatic Arts teacher, introduces a children’s book to each class in the Lower Division. Last year, he shared the storybook of a chameleon who felt left out because he changed colors, and no one noticed him. After sharing the story, Mr. Fish invited students to participate in the Lower Division fall play, which would be based on the children’s book. Students applied, and he started to build his ensemble cast.

The process of creating the Lower Division play at Marburn isn’t simply choosing a script, conducting auditions, and rehearsing scenes. Each year, Mr. Fish thoughtfully and carefully selects a children’s storybook and creates a one-of-a-kind production based on the storyline of the Dramatic Arts teacher, Kevin Fish, welcomes parents and guests to the opening performance of Marburn’s Lower Division play, Chameleon’s Colors.

Based on their responses, Mr. Fish begins writing the script around the students’ personalities and how they’d like to participate. Then, a second survey lets students identify the top four to five characters they’d like to be. With the help of Lower Division teacher, Mrs. Lewis, Mr. Fish prepares students to receive their role and encourages them to support their fellow cast members—even if they didn’t get their first choice. Speaking and singing lines are adjusted, tweaked and added, and students receive their role assignments.

Mr. Fish, Mrs. Lewis, and Music teacher, Mrs. Ammons, spend weeks rehearsing with students to make the storybook characters come to life. Because the play is completely an original production, establishing the music, set, lighting, costumes, and stage actions are a collaborative process between students and teachers.

Making characters come to life isn’t something new to Mr. Fish. A graduate of the University of Connecticut’s Puppet Arts program, Mr. Fish has worked in Dramatic Arts since 1994. He uses his puppetry experience to create masks and characters for each of the school plays. His background in character design for stop motion animation contributes to his skills in crafting creative stories and building engaging characters.

Through his unique process of building a production from scratch, Mr. Fish is providing students with the opportunity to contribute in a way that feels comfortable to them. He’s giving them the space to explore new experiences and find what resonates with them.

His passion for students and storytelling is evident. His creativity shines in every production. His humble disposition and kind heart are critical for helping students build confidence and find their voice.

The room fills, and the lights dim. Soft chatter slowly gives way to silence. Students file out onto the stage in darkness, and after a few moments, the spotlight shines brightly. In less than an hour the production will be over, but during that time, confidence will be built, strengths will be discovered, and possibilities will be realized.

“EVERY WORD, LYRIC, AND NOTE IN THE SCORE IS A COLLABORATION OF STUDENT INPUT AND FACULTY CREATION” book. From tales that introduce students to new cultures and traditions to stories about diversity and inclusion, the play always provides a safe space for students to learn and explore creative ideas that awaken their potential.

In the first few weeks of play practice, students brainstorm ideas and are given a survey to determine what role they’d like to play in the production. Do you want many speaking lines? Do you only want a few speaking lines? Would you like to sing a solo? Are you interested in singing with a group? Would you like to be a part of the stage crew?

Marburn Magazine 2020 21

SUSTAINABILITY

evidence-based research

Drives

Dr. Tanya Santangelo, Associate Professor of Education at Acadia University, presents her program, Using Self-Regulated Strategy Development to Improve Students’ Writing at MarburnCon19 - Writing: From Research to Results.

marburn’s curriculum

The foundation of Marburn Academy’s commitment to supporting students who learn differently is centered on continued evaluation of evidence-based research and practices that are implemented in classrooms across all academic areas.

PROFESSIONALS THROUGHOUT MANY industries have a system to design and test theories before putting them into practice. In the medical community there are clinical trials, which provide enough data regarding efficacy before being approved by the FDA and marketed to individuals and physicians. However, that same process does not typically take place within the education industry.

Seeking the best evidence-based practices has long been a strategy of Marburn Academy. In 1992, Marburn began using structured literacy, which teaches the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse.

After identifying research showing that structured literacy is specifically beneficial for students who struggle with reading, Marburn first taught structured literacy through the Wilson Reading System, and adopted the Orton-Gillingham (OG) Approach, a direct, explicit, multisensory, and prescriptive way to teach reading, in 1996. Over time, Marburn’s approach to literacy instruction has proven successful through continued external research as well as evidence of student success.

Although literacy instruction was the foundation of Marburn’s work, it became clear that the need for continued research and implementation of evidence-based practices would benefit students across all subject areas.

In 2017, after attending numerous conferences

and continuing to seek answers for what is effective for Marburn’s population of students, a gap was identified between research and the implementation of that research into classrooms.

According to Jennifer Martin-Gledhill, Marburn Academy Associate Head of School, “A small group of individuals were conducting research on special education students who have similar profiles to Marburn, but their research was not getting published in teacher-facing publications.”

This led Marburn Academy to make an intentional decision to work directly with researchers who base their studies on students who learn differently—learning first-hand of their discoveries so these evidence-based practices could be brought directly to Marburn’s teachers and allow us to bridge the gap between research and practice. These partnerships also offered research professionals the ability to gather information based on Marburn’s experience to help drive their continuing research.

Through events like MarburnCon, a national conference that brings together researchers from across the country, Free Community Parent Seminars, a series of webinars presented by researchers to our community, and professional development programs with our faculty, Marburn continues to be on the leading edge of providing the finest education for students who learn differently.

RESEARCHER HIGHLIGHTS

We’re committed to bolstering existing partnerships and evaluating the opportunity to work with additional researchers as we move the needle on not only using evidence-based research to drive our curriculum, but also to expand our reach to families and educators in our community.

Brad Witzel, Ph.d.

Dr. Witzel is a teacher, speaker, and researcher who works as the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University’s College of Education and Allied Professions.

Dr. Witzel has authored 10 books, including Rigor in the RTI and MTSS Classroom with Barba22 Marburn Magazine 2020

ra Blackburn and Teaching Elementary Mathematics to Struggling Learners.

struction, and teacher professional development in literacy. His recent work, funded by the Institute of Education Sciences, involves examining the connections between teachers, assessment, and instruction practices in the domain of writing and student growth in writing knowledge, motivation, and performance. Dr. Troia has also served on the National Reading Panel.

He works with many districts and state departments delivering more than 500 workshops, conferences, and video presentations on intervention delivery and mathematics.

As a classroom teacher, he has worked in multiple settings teaching mainly math and science to high achieving students with disabilities and at-risk concerns.

The partnership with Dr. Witzel began in 2018 and has included instruction in his work with bringing the Conceptual - Representation - Abstract (CRA) process to Marburn, which has brought a hands-on approach to understanding math concepts and moving students to more abstract algorithm processes in mathematics. Through the collaboration, Marburn has worked with Dr. Witzel to integrate consistent strategies across grade levels and identified how to best bring manipulatives into the classroom.

gary troia, Ph.d.

Dr. Troia is an Associate Professor of Special Education in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University.

His research interests include the connections between oral language and literacy in typical and atypical learners, writing assessment and in-

The partnership with Dr. Troia began in 2019 and has included instruction with vocabulary, writing, and comprehension. One of the areas where his research has had a strong impact in a short amount of time is his expertise with vocabulary and writing. His work has continued with Marburn on the use of the Frayer model across grade levels to implement strategies for efficiently and effectively developing vocabulary. In addition, he has been an integral part of bringing Self-Regulated Strategy Development (SRSD) to our writing program and has helped develop an upcoming adoption of a theme-based language arts curriculum.

Marburn Magazine 2020 23

SUSTAINABILITY

In 2018, Brenden, now a sixth grade student, declined going on the Lower Division Voyageurs bike trip along the Alum Creek Trail. Having never learned to ride a bike, he was apprehensive about the idea. When his classmates started preparing for the bike trip last fall, Brenden decided it was time to learn with the support of Voyageurs Program Coordinator, Mr. Marsden.

“Because all the students at Marburn have learning differences, he doesn’t feel singled out,” said Brenden’s mother. “Being at Marburn has built up his confidence and self-esteem.”

During the Lower Division bike ride in 2019, Brenden was at the front of the pack and one of the first to get out and try the dirt bike track. Way to go, Brenden!

More to

MARBURN

24 Marburn Magazine 2020

ATHLETICS

CLUBS

Marburn’s athletics program gives students the opportunity to improve fitness, practice teamwork, develop skills, and build confidence.

Marburn Academy’s clubs and after-school programs are designed to give students a wide variety of high-quality activities that will give them opportunities to actively explore, identify, and develop their natural affinities.

During the 2019-2020 school year, Marburn offered boys and girls cross country and coed basketball for Middle Division and High School.

Spring sports were cancelled due to COVID-19.

One highlight from the year was in January when the basketball team played on the Indiana Pacers court in Indianapolis. Athletic Director, Joe Nichols, enjoyed the success of the basketball team. He said, “The way the student-athletes practiced and came together on the court was awesome to see.”

At Marburn Academy, we believe that in addition to developing academic skills, we also must develop the whole child by offering a wide range of co-curricular opportunities. These instances provide experiences of success necessary to build personal confidence and self-worth.

During the 2019-2020 school year, Marburn offered seven clubs in Lower Division, six in Middle Division and two in High School.

Through clubs students were introduced to activities like archery, fencing, climbing, running, cooking, and yoga. Lower Division students even participated in a glitter club where students enjoyed creating arts and crafts that were all associated with some type of glitter!

SPECIALS

VOYAGEURS

Marburn Academy’s specials programs introduce students to music, art, drama, physical education, and technology through exploration and learning in a hands-on environment.

Specials classes are an integral part of Marburn’s curriculum that allow students to develop a greater understanding of and appreciation for arts and science in an active and engaging way.

The Voyageurs program provides a supportive environment for developing students’ confidence and leadership skills through navigating the challenges of outdoor adventure activities.

During the 2019-2020 school year, Lower Division students experienced five specials during seven week rotations while Middle Division and High School students were offered four specials classes over the course of the year, each lasting the duration of one semester.

During the 2019-2020 school year, High School students went whitewater rafting and hiking at ACE Adventures in West Virginia and went skiing at Snow Trails Ski Resort. Middle Division students went camping, climbed a ropes course and shot archery at Heartland Retreat Center in Marengo, Ohio and went skiing at Snow Trails Ski Resort. Lower Division students went on a bike ride on the Alum Creek Trail and ice skating at Chiller Ice Rink.

Marburn Magazine 2020 25

SUSTAINABILITY

PREP FOR LIFE TASK AND LEAD PROGRAMS ARE REQUIRED COURSES for High School students at Marburn. These courses support executive function and life skills inside and outside of the school. From learning to balance a checkbook to planning for the ACT, students are introduced to tools and strategies that are designed to benefit them for life.

TASK: TRANSITION AND APPLICATION OF STUDENT SKILLS

LEAD: LEADERSHIP, EXPERIENCE AND APPRENTICESHIP DESIGN

TASK is a course for direct instruction in executive functioning skills.

Students learn about the resources available to them to support their individual executive function needs.

Students are also exposed to and encouraged to explore different types of post-secondary and career options.

Junior LEAD focuses on strengthening students’ self-understanding and using strategies to help manage more challenging coursework.

In this course, students: u Create a four-year plan for a successful high school career and build college readiness skills u Develop research, writing, and presentation skills through a variety of activities TASK 1 curriculum includes study skills, note-taking, test-taking, public speaking, goal setting, tips for success, organizational skills and projects, time management, financial literacy, and college/career exploration. TASK 2 curriculum builds on the learning gained in the TASK 1 course and adds lessons on multiple intelligences, financial responsibility, public speaking, and self-awareness.

To ensure success in both courses, students are provided with opportunities to work independently, with partners, and in teacher-led collaborative groups.

In this course, students: u Learn about financial literacy through observing the stock market, identify personal wealth tools, and gain proficiency in how the federal income tax process works u Evaluate the college search process by learning about financial aid, researching post-secondary options, staging a formal interview, analyzing Common App essays, and presenting research findings u Study for the PSAT and ACT Highlights from the 2019-2020 school year included: a class visit to the University of Cincinnati, watching a group of students take a virtual $1MM and turn it into a virtual $18MM through a simulated stock market exercise, and the writing of amazing narratives crafted by students to share the many facets of the young adults they are growing up to be.

Senior LEAD, also known as LEAD 2, is the final course in the Marburn

Mrs. Dunlevy works with 9th and 10th grade students during a LEAD class on understanding finances, balancing a checkbook, and calculating credit card interest.

TASK/LEAD program. The course focuses on practical life skills development, in conjunction with the college admissions/post-secondary options process, with the goal of preparing students for a successful life after Marburn.

In this course, students: u Identify interpersonal skills through the study of What Color is Your Parachute? For Teens, a book designed to help high

Through Nationwide Children’s Hospital’s (NCH) mentoring partnership with Columbus City Schools, NCH staff is evaluating ways to support students in managing executive functions—mental skills that include working memory, flexible thinking, and self control. Their visit to Marburn’s TASK class provided the opportunity for them to observe how Mar-

26 Marburn Magazine 2020

school and college students zero in on aptitude and skills to find their perfect major or career u Cultivate skills related to the requirements for post-secondary education planning, including Common App completion, recommendation letters, resume writing, communication skills (conflict management with roommates, speaking with professors and supervisors, interviewing, etc.), and senior speeches

burn helps students overcome their own executive function challenges. “Seeing the TASK class in action was a great experience that provided insight into ways to strengthen relationships and ensure productive student-mentoring sessions through my organization’s mentoring program,” said Katie Higgins of the Community Wellness Division at

u Develop awareness of the components of financial literacy, including the difference between scholarships and student loans, budgeting as a college student, understanding credit and debt, taxes, being an informed consumer, and financial pitfalls u Put “theory into practice” as it relates to general life skills including the mind-body connection, soft skills, social-emotional needs, and other basics

(laundry, changing a tire, renting an apartment, and leasing versus buying a car, etc.)

For the 2020-2021 school year, the TASK and LEAD curriculum has transitioned to students’ advisory periods.

Mrs. Rubin grades presentation assignments about college expenses for 11th grade students in LEAD class..

Nationwide Children’s Hospital. “In my first session after observing the class, I was able to use several of the redirects that were modeled by Marburn’s TASK teacher. As a result, I was able to have a direct conversation with a student about the impact of executive function skills on her success during our mentoring session and on her general success in school each day.”

Marburn Magazine 2020 27

LEGACY LIVING

A

LIFE

THAT

LASTS

EARL OREMUS In January 2020, Marburn Academy and the greater community lost a leader. A difference maker. A soldier for underserved students.

Earl B. Oremus was the Head of School at Marburn Academy from 1988–2015. In his time at Marburn, he oversaw enrollment grow by 229 percent, he was instrumental in helping to raise more than $9MM to help support student scholarships, and he made a profound imprint on countless students, teachers, and staff.

By working with legislators and numerous non-profit organizations, “Mr. O,” as students fondly called him, advocated for the educational needs of students who learn differently even into retirement.

But Earl was more than that. He was a husband, father, grandfather and friend to everyone he met. His tall stature demanded presence, his booming voice could be heard down the long corridors of the school, and his boisterous laughter was infectious.

Godspeed, Earl. You will be missed and your impact will live on for years to come.

EARL OREMUS INSPIRATION FUND Knowing the great love that Mr. O had for Marburn and its students, his family chose to continue his legacy by starting the “Earl Oremus Inspiration Fund.” The named endowment will be used to help future generations of students who learn differently.

If you would like to make a gift to the “Earl Oremus Inspiration Fund”, please scan the QR code or visit our website at MarburnAcademy.org.

JON PETERSON In October 2019, our community also mourned the loss of an instrumental individual who left an impact on the Marburn Community; an individual whose work benefits approximately 95 percent of our families every year.

Those 95 percent receive the Jon Peterson Special Needs Scholarship, a program funded through the Ohio Department of Education that provides scholarships to K-12 students who have an Individualized Education Program (IEP) from their home district.

As a parent of a child who learns differently, Jon was passionate about education. His work provides families the funding needed to afford Marburn Academy tuition and supports students on their educational journey.

Since the program launched in 2012, Marburn families have received nearly $15 million in aid through the Jon Peterson Special Needs Scholarship Program.

Although most of our families never met Jon, his passing was felt by the entire Marburn community. His legacy will be the many students, from Marburn and around the state of Ohio, who are able to use these funds to seek out an education that best fits their unique needs.

28 Marburn Magazine 2020

Passing

THE TORCH

On July 1, 2020, Eldrich A. Carr, III became Marburn Academy’s sixth Head of School, succeeding interim Head of School, Scott Burton, who held the role during the 2019-2020 school year. Mr. Burton served as interim Head following a 35-year teaching and administrative career at Marburn, while Mr. Carr takes the helm after serving as the Principal at Springer School and Center in Cincinnati. Here, the two Heads converge for a conversation about leading the Marburn Community, building traditions with students, and tips for pulling out a win during the annual faculty and staff dodgeball game.

Eldrich to Scott: What advice can you give to me as the new Head of School?

Scott: The biggest piece of advice I can share is that, in the Head of School role, it’s all about relationships. Developing relationships with students, families, faculty, staff, and board members is so important. They become your support group and the ones you can run things by. Solid relationships are critical for decisionmaking and for creating a culture of trust and positivity.

Eldrich: I plan on relying on the “veterans” of Marburn in order to gain a better understanding of institutional history. Not that one would be beholden to the past, but the rich history does help to inform decision-making for the future of the organization.

Eldrich: What did you find most surprising about the Head of School role?

Scott: Getting pulled in so many directions at one time. The constant shifting of gears—from student issues, board functions, fundraising, outreach—there is a lot in motion at all times. I had to have a pulse on every aspect of the community and an understanding of the many moving pieces. After 35 years in various roles at Marburn, I thought I knew all of the details. I was surprised— but proud­­ —of the tremendous amount of work happening in every area of the school.

Scott: Now that you’ve been in the role for a few months, what has been the biggest surprise

for you in your time as Head of School?

Eldrich: I suppose the surprise is that there hasn’t been a bad surprise yet! All of my expectations have been met and then some.

Everyone knows their role and responsibilities; everyone has significant buy-in to the mission and the culture is strong. The COVID-19 crisis is highlighting all of Marburn’s many strengths and speaks to how good Marburn has been for such a long time. A great example of this is with current enrollment. It speaks volumes that so many families are willing to stick with us even during such uncertain times. The success of the past year is really a reflection of all the hard work and effort of the past several years.

Eldrich: What helped you navigate the ins and outs of so many areas of the school?

Scott: I will bring it back to relationships. I came into the interim role at an advantage because I knew the faculty and staff well and could trust them in their roles. The teams we have in place currently are extremely mission-driven and professional and that makes all the difference in the world. I knew I could rely on the team.

Eldrich: I have certainly been impressed by the team thus far. In any leadership role, there has to be a level of humility. One cannot always have all the answers. I am doing a lot of listening and learning. I think it’s important to have patience and to develop strategies methodically.

Eldrich: What has been your favorite tradition that you are excited for me to experience?

Scott: Thanksgiving is a really special time at Marburn. All of the students, faculty, and staff gather for a meal and participate in service projects, and we invite alumni to participate, too. I love seeing our alumni come back and interact with their former teachers. It’s gratifying to see the connection students and teachers still have with one another. I also love the new tradition of the basketball game and pep rally—you should start practicing now because the faculty and staff take on our Panther basketball team. It’s always a shootout!

Eldrich: I’ve heard about some other really great traditions that exist at Marburn. One being the annual faculty and staff dodgeball game. What advice would you give to help me win?

Scott: Haha! The faculty cheat!

In all seriousness, whether it’s the faculty dodgeball game, or other downtime, it’s important to let your guard down and have fun on occasion to really get to know the community on a personal level, while at the same time understanding when it is time to be professional. It’s a balance.

Eldrich: If you could sum up words of advice to hold on to, what would they be?

Scott: Two things, especially during the first year as the Head of School: 1.) To listen and 2.) To be observant.

Eldrich: What do you love most about Marburn?

Scott: That’s pretty easy. First, it’s the kids. They’re the reason we are all here; our why. They’re why our teachers stay for a long time. Second, I love our faculty and staff. I am really proud of the work that we have done as a team to advance Marburn’s mission, both in the classroom and in the community.

Scott: What drew you to Marburn?

Eldrich: I have always been aware of the good work that happens at Marburn. What really drew me to this position, though, was the people that make up the community. Every person I met throughout the process—families, staff, board members—I was impressed by all. I was blown away by the culture and the progressive nature of the organization. Marburn has roots, but it’s also ambitious.

Scott: What are you looking forward to in your first year as Head?

Eldrich: Getting to know the kids and families. The students are the crux of where I get my energy and where I find joy. I pursued a career in education because I am passionate about helping children. I am driven by the need to make an impact on students and families who need strong advocates and voices. I’m excited for the opportunity to build upon the strong foundation that Marburn has laid. We have folks like you, Scott, to thank for that.

Marburn Magazine 2020 29

GROWTH

Culture Of giving Building a culture of philanthropy at Marburn is so deeply valued and intrinsically part of our makeup that it’s expressed to families before their student steps into a classroom.

At New Parent Coffees, families first learn about traditions that help foster Marburn’s communal spirit and belief in the importance of giving back, even at a very early age.

This past year, Lower Division students collected and delivered over 600 items to the Westerville Area Resource Ministry, where they also volunteered sorting food and stocking shelves. For Valentine’s Day, students colored cards and wrote messages of kindness that were delivered to a senior care facility and put together 39 toiletry kits that were donated to the Ronald McDonald House.

Each year, Middle Division students participate in #MDGiveBack, a daylong event centered on service learning. Students have volunteered at senior centers, made shoes from recycled denim, assembled activity packs for Nationwide Children’s Hospital, written letters to our military, and helped organize and build shelves in Marburn’s storage barn.

High School Ambassadors serve as

Admission tour guides, College Fair hosts, and Grand Friends Day classroom leaders. Key Club members volunteer at the annual MPTO Fall Picnic and coordinate dress down days to benefit causes like breast cancer research. Service learning is a fundamental part of our program that allows students to experience community service while meeting societal needs.

The spirit of giving at Marburn is seen in our faculty, staff, and parent communities, too. Each year, faculty and staff go above and beyond to contribute generously to the Annual Fund, supporting student scholarships that are vital for many of our students to receive a Marburn education. MPTO volunteers serve the parent community as connectors, event coordinators, and more. Parents and grandparents alike loyally support the Marburn Annual Fund and SHINE Gala to fund scholarships for families in need. And this year like no other, the Marburn community rallied to help fund the COVID-19 Emergency Family Assistance Program to help mitigate temporary financial hardship due to the global pandemic. In addition, our community supported three Marburn families who suffered losses due to fires in their homes.

The kind generosity of many allows our students to be celebrated, empowered, and achieve successes both in and out of the classroom. At Marburn, we believe that building strong communities is important, and we are proud to instill this value in our students each and every day.

Caroline, a High School Ambassador, volunteers her time to talk with families during an Admission Open House event.

30 Marburn Magazine 2020

Why We Give

AT MARBURN ACADEMY, we celebrate students who learn differently, empowering them to awaken their potential, to achieve success in school and life, and to drive positive change in our communities. Social responsibility is part of our mission—and we’re proud to say it’s intertwined in so much of what we do.

Lower Division students assemble care packages for families staying at Ronald McDonald House Charities of Central Ohio.

as an important partner in our capacity to grow as a school and community.

For 30 years, Views On Learning (VOL) has served as an advocate for education through its mission to help bridge the “Digital Divide” by providing mobile broadband access, video distance education opportunities, and innovative educational technology to accredited educational institutions. Technology plays a vital role in Marburn’s ability to meet our students’ learning needs, and VOL has served

Since 2016, VOL has supported Marburn’s efforts by funding subscriptions to Grammarly, a program that ensures what students type is easy to read, effective, and mistake-free. Many of our students feel intimidated by reading and writing, doubt their abilities, or are unsure what to write. Grammarly addresses those barriers by helping students with mechanics without derailing their creativity.

Why We Give

THE POLITI FAMILY Soon after enrolling their daughter Nina at Marburn in 2019, Julie and Joel Politi saw the sense of pride, community, and compassion that Marburn faculty and staff cultivate. They found those sentiments to be infectious, and after just a few short weeks, jumped right in to lend a hand. Throughout the year, Julie volunteered countless hours with the Gala Committee, assisted with several MPTO functions, and the family donated generously to help support the school. All the while, Nina blossomed into a more confident student and found peace in feeling as though she was lucky to be able to go to school in a safe and caring environment.

The Politis became involved with projects at Marburn as an opportunity to meet other parents, build relationships with staff and faculty, show some appreciation for everything that the faculty and staff do, and help enhance the Marburn experience for students and their families. They believe that the time and energy spent volunteering is an investment in the long-term future of Marburn, with a personal short term pay-off of social engagement and philanthropic purpose. And, as Julie describes, “It feels good to help out!”

The COVID-19 pandemic created technology challenges for many schools, and VOL was at the ready, providing resources and funding for countless schools in our region. For Mar-

burn, VOL provided ten iPads and cases to fill an immediate need in Lower Division due to remote learning. VOL also awarded Marburn a grant to purchase twenty additional iPads, cases,

and Apple Pencils to ensure that our students are equipped with the tools they need to have a successful school year—whether in the classroom or learning from home.

“Views on Learning holds wireless educational broadband spectrum licenses in 24 markets throughout the US. Annually, VOL awards up to $250k in grants to schools for innovative educational technologies. Since the beginning of the COVID-19 pandemic, VOL has provided hundreds of wireless devices, hotspots, and videoconferencing licenses to assist schools with remote learning initiatives. VOL is pleased to play a role in helping educate our next generation during these unusual times.”

- Les Turner Executive Director, Views On Learning, Inc.

“Marburn is an incredible school, and we are so happy and honored to help further their mission. We see volunteering our time, efforts, and resources to Marburn as a win-win situation. Through volunteering, we became more engaged with the Marburn community, helped to create some fun and meaningful experiences, and met some truly wonderful people!”

- Julie and Joel Politi

Marburn Magazine 2020 31

GROWTH

s s a Cl

of

2020

Front Row (Left to Right): Henry Duross, Alex Miller, Tristan Kueper, Isaac Slivka, Gabe Jennings, Sydney Crawford, William Caldwell, Gordon Huston Back Row (Left to Right): Emma Snide, Allison Cassady, Izzy Schenck-Chang, Lilly Dershaw, Hope Robinson-Wileschael, Johnathan Kneice, Audra Florey, Megan Carrel Not Pictured: Nic Jacquemin Please note that this image was digitally created with individual photos of each student. No students were in contact with each other to create this photograph.

GRADUATION IS A MEANINGFUL EXPERIENCE for all high school seniors. It’s a culmination of hard work and achievements wrapped up in a joyful celebration with family and friends.

Marburn graduates spend weeks preparing their final speeches that are typically presented to a room full of their families, classmates, and teachers. While filling our gym with people wasn’t an option due to COVID-19, our team was committed to providing seniors the opportunity to have their moment to shine.

Graduates and two guests were welcomed to the school to participate in individual graduation cer-

32 Marburn Magazine 2020

emonies complete with presentations of students by faculty members and speeches given by each graduate. Following the individual graduation ceremonies, graduates received a compilation video to share with family and friends.

Some graduates noted in their speeches that they were grateful to be presenting to only a small group of people instead of a typical graduation crowd while others mentioned the deep friendships they’ve made and the lasting memories they’ll cherish from their time at Marburn. Introductions by teachers included notes of pride as they talked about watching students gain confidence, try new things, and grow

throughout their high school careers. There were bouts of laughter and sentimental moments throughout the day.

It was a joy to see parents and family members watch the self-confidence of their children radiate in such an intimate setting where each student had their moment in the spotlight.

We’re proud of the 18 Marburn graduates in the Class of 2020 who put in the effort to achieve success in school, and we can’t wait to see how that success continues to impact each of their lives outside of Marburn.

Graduated from Worthington Kilbourne High School and attended Ohio University, graduating with a BA in Communication and minor in Marketing, and is now married with two children (Nico 4, and Cecilia 2). Ashley is self-employed and also works at the Dublin Dance Studio.

Jocelyn Crawford ‘15

Is currently working as an intern at the Westerville Fred Astaire Dance Studio with a focus on Ballroom Dancing, with plans to become a Ballroom Dance Instructor. She also has a successful blog called The Complete Equestrian.

Matthew Early ‘14

Is completing his MFA studies in Creative Writing/Poetry at Butler University. He also serves as a Graduate Teaching Assistant and is set to graduate in May, 2021. In addition, Matthew had two recent poems accepted for publication in an upcoming edition of Whiskey Island Magazine.

Alexandra Kasson T ‘17

Graduated from Dublin Scioto High School in May 2020. Since transitioning to Dublin Scioto, she has been on the honor roll every quarter, served as a member of the National Honor Society, was on the track team and in ski club, and also worked parttime. Alexandra is undecided on a college but plans to major in Interior Design with a minor in Sustainability.

Brad Roberts ‘12

Graduated in 2017 from Muskingum University in New Concord, Ohio, with a Bachelor of Science Degree in English with minors in both communication and philosophy. In 2019, Brad joined a group of 14 educators for training on The Orton-Gillingham (OG) Approach, a direct, multisensory, sequential way to teach students to recognize the written code and its patterns to improve spelling, reading, and writing skills. Through the program, Brad worked directly with Marburn’s Summer School students to provide hands-on application of his Orton-Gillingham training.

Nathan Robinson ‘15

Made The Ohio State University Dean’s List for Spring Semester 2020. Nathan also serves in The Ohio State University Army ROTC program.

Rachel Steiner T ‘10

Is currently working at Columbus State Community College, and also serves as Co-Senior Director of Marketing and Communications with Ohayocon, an annual anime convention held in Columbus. Rachel works with the Ohayocon social media and marketing team to create branded content for websites, social media, and merchandise.

Rose Wagner ‘17

Alumni Notes

Ashley (Garner) Carfagna T ‘00

Is completing her third year at Columbus State Community College.

Matthew Longfellow ‘18

Was part of a team who produced the documentary, Dear Miss Conrad, Capital University in WWII, a student-led production that tells the story of Capital, a school with German-Lutheran roots, during World War II and shows how the school struggled to distinguish itself from the Holocaust at that time. Matthew is in his third year at Capital University studying History with minors in Film and Media Production and Youth Ministry.

Elon Nichols T ‘99

Currently serves as a 2nd-4th grade Level Literacy Intervention Reading Instructional Assistant at Columbus City Schools. Elon obtained an Associate degree in Early Childhood Development from Columbus State Community College and a Bachelor’s degree in Early Childhood Development from Ohio Dominican University.

“T” indicates the student’s year of transition out of Marburn Academy.

Marburn Magazine 2020 33

GROWTH The Shine 2020 Online Auction offered 85 auction packages including exclusive experiences and products such as private dining, a Keeneland race package, and gift cards to local businesses.

shine

2020

2020 ONLINE AUCTION

GALA COMMITTEE

After an initial postponement of our April 25th Gala, we soon realized that an in-person event would not be in the cards. This did not stop the Gala Committee!

Thank you to our 2020 Gala Committee:

Due to their creativity and the participation and generosity of many in our community, the newly envisioned Marburn Academy 2020 Online Auction took place the first week in June raising a staggering $272,163 toward student scholarships and program enhancements.

While not what we had originally envisioned, we saw increased participation in the auction—especially our COVID-19 care packages. Plans are underway for Marburn Academy’s 39th Annual Gala. Live or virtual, we hope you’ll be able to join us!

34 Marburn Magazine 2020

Crystal Carstens (P’25) Jodie Engle (P‘26) Audrey Glenn (P‘27) Pam Martin (AP’24) Sara Martin-Fuller (P’30) Karen Milenthal (AP’17) Julie Politi (P’24) Lara Ray (P‘27) Molly Tyger (P’22) Kellie Winkel (P’24) Sharon Wolfe (AP’17) P= Parent / AP = Alumni Parent and year of anticipated high school graduation

FUNDS RAISED:

$790,501 Excludes Gifts in Kind

467

813

DONORS

45%

OF STUDENTS RECEIVE NEED-BASED FINANCIAL AID FROM MARBURN

REVENUE & EXPENSES

GIFTS

677

BIDS MADE DURING 2020 SHINE ONLINE AUCTION

47

CORPORATE AND FOUNDATION SUPPORTERS

TOTAL REVENUE: $9,656,134* | TOTAL EXPENSES: $9,458,598

12%

Contributed Income (Donations)

37%

Earned Income (Tuition & Fees)

Income *Includes Gifts in Kind

6%

24%

Foundations

88%

Fundraising

Administration

4%

Corporations

1%

Other

38

%

Individuals

Contributions by Source

90%

Program (Academics)

Expenses Marburn Magazine 2020 35

OF DONORS

HONOR ROLL Thanks to the individuals, corporations, foundations, and organizations who support our mission. The following list reflects cumulative annual giving (cash, pledge payments, gifts in kind, and soft-credits) received between July 1, 2019 and June 30, 2020. We have carefully prepared this listing, however, if you find a discrepancy, please contact Laura Hirsch at Lhirsch@marburnacademy.org so we can make adjustments.

At Marburn, we are grateful for every contribution to our mission—not only the financial contributors who appear on this list but the many, many volunteers who give their talents and time throughout the year.

FOUNDERS SOCIETY $50,000 +

$25,000 TO $49,999

Kathlene and Brian Hicks Christine and Tim Johnson

John H. and Dorothy J. Inskeep Fund Dana F. Reynolds Fund Wayne E. and Mildred K. Smith Fund

The Discover Brighter Futures Fund

$10,000 TO $24,999 Adam Stuart Linhart Memorial Fund Rhonda and Phil Anglim Theresa and Steve Belford

Crystal and Tony Carstens Sharon and Mark Meyer Karen and Rick Milenthal

The Miriam & Stanley Schwartz, Jr Philanthropic Foundation

LEADERS SOCIETY

$5,000 TO $9,999

Elizabeth Drotleff and Eric Chambers Pam and Tim Martin Kathy and Steve Miggo Kristi and Jim Perry Lisa and Jeff Edwards

Jane Coleman-Porter and Bruce Porter Lou Ann Ransom

Jane and Mark Grindley Kristen Sydney and Terry Sanders

Amy and Jason Judd Beatrice I. and Alan R. Weiler Fund/Bobbie and Alan Weiler Sharon and Andy Wolfe

Liz and Tom White

BENEFACTOR SOCIETY Ann and Ralph Anderson Anonymous (2) Patty and Bill Benninger Bill Benninger, Steven Guy and Associates BrightView Landscape Services Yvette McGee Brown and Anthony Brown Jane and Scott Burton Beth and Steven Catlett Celtic Bank The Chaddock Group Chana and Cliff Chenfeld Polly and Carlos Clavijo Kathleen and Steve Conkel Cooper Family Foundation The Daimler Group, Inc. Megan and Doug Daughters Jessica and Mark Ditullio Lucy Godman and Brent Duncan Judy and Brian Edwards Suzie and Peter Edwards The Edwards Group at Morgan Stanley Envisage Wealth Beth Grimes-Flood and Tom Flood Lawrence Funderburke G. Michael’s Bistro & Bar Lisa Newmark and Arnold Good Linda and Robert Gorman Kelly and Jack Grote Suzanne and Steven Guy

PARTNER

Kathy and Ronald Harter Karen and Steven Heiser Home Remedy/Springboard Momentum/ Stratas Consulting Group Honda of America Manufacturing Kristen and Jeff Huenemann Hutta & Cook Orthodontics Laurie and Jay Jadwin Morgan Norvell-Johnston and Jeff Johnston Kristin and Joel Kallman Holly and Bradley Kastan Keeneland Sandra and Gilman Kirk Susan and Chris Knowles Doris and Daniel Korda Amy and William Largent Leo Alfred Jewelers/Amy and Jason Laudick Lincoln Financial Foundation, Inc. Living Freedom by Lara Ray Elizabeth and John Martinsen Patti and Alan Masarek Diana and Mike McGovern Bonnie and David Milenthal Millbrook Hospitality Maribeth Gatchalian and John Mooney Nationwide Nationwide Children’s Hospital Foundation Nationwide Foundation Lisa and Jeff Norris

Orthopedic One Debra and Michael Parkes Vikki and Preston Phelps Ann and Ron Pizzuti Julie and Joel Politi Suzanne and Gary Potts Susie and Charles Rath Lara and Nathan Ray Sarah and William Reynolds Brad Roberts Cindy and Jim Roberts Gloria and Martin Rubin Sophie & David Rubin Foundation Sagemark Consulting Amy and Joseph Sauk Laura Spears and Bill Schottenstein Robin and Tom Souder Julie and David Tetzloff Joyce and David Thiel Thompson Hine LLP Jennifer and Benjamin Thompson Mollie and Kerry Thompson Molly and Doug Tyger Ana Dan and Paul Weber Carolyn Wall and Scott White The White Family Foundation Amber and Christopher Williams Worthington Industries, Inc. Mollie and Mike Zook

Lindsey and Tony Brigano Browning Portraits, LLC Lauren Feibel Cohen and Bennett Cohen College Liftoff Susan Dapo Marjorie L. Garek Anne and Chris Goodman Tracy and John Haring Heidelberg Distributing Company Nicole Keller-Hyzdu and Michael Hyzdu Tiffany Davis Inglis and Brian Inglis Lori Darrah Jones and Martin Jones Vidya Raman and R. Chandran Kalyanam

Lisa and Robert Kennedy Labor of Love Foundation Nicolle and Ryan Memmelaar New Albany Country Club Pierce Cleaners Sarah Hollis and Damian Petrescu SKL Home Joy and Bruce Soll Chip and Stephanie Spires Joanne and Jim Spragg Celeste and Bill Stevenson Patti and John Ziegler

$500 TO $999

Aetna Foundation, Inc. Katrin and Phil Aldag Alliance Data Systems, Inc. Jody and Joel Altschule Amazon Smile Anonymous (4) Roger Balogh Rannells Bauman Byron and Joann Bossenbroek Family Fund/ Joann and Byron Bossenbroek Box Tops for Education Jill and Laura Brady

ADVOCATE

$1,000 TO $4,999

$1 TO $499

Abercrombie & Fitch Irene Adams Adelphi University Laura and Charles Aldag AMC Dine-In Easton Town Center 30 Rachel and James Ammons Carol and Mike Anderson Billi J. St. Clair and Jon R. Ankrum Jan Annett Anonymous (5) Apples for Students/Giant Eagle Jena Archer AT&T Donna and Paul Bachmeyer Tara N. Baker Erin and Brian Barr Barry’s Bagels Maggie Bender Karen Bergeron Elizabeth Berrisford Bexley Yoga + Barre Caitlyn Blacet Betsy Blake Diana Bloch Amy and Brady Bonner Michael R. Borowitz Angela and Alvin Borromeo Kathryn and Daniel Bossenbroek Sue Bottiggi Jenny and Clint Bova Sarah and Dan Branaghan Brassica Bexley Teresa and Kevin Breitbach

Dana and Joe Brennan Michele Brenner Laura and Jason Brentlinger Lynne and Jack Briggs Bru Burger Sally and John Buckles Leslie and Chuck Buford The Butcher and Grocer Kristi and Chris Calkins CAPA Cardinal Health Foundation Carfagna’s Janis and Eldrich Carr, Jr. Liz and Eldrich Carr, III Central Ohio Technical College Teri Chappelear Cherbourg Bakery Chicken Salad Chick Debi Clemens Jamie and Jim Clouse Carol Cohen Sandra Cohen Lynn Collins The Columbus Funny Bone Comedy Club Columbus Museum of Art Columbus State Community College Columbus Zoo & Aquarium Cathy and John Conner Jerry Converse Kyle and Brian Cook COSI Shayna and Bryan Coss Karen Crist Continued on next page

Marburn Magazine 2020 37

Cycle Bar Yaa Dankwa Lizabeth Darrah Marianne Dawson Tina Szmania-Defluiter and John DeFluiter Jennifer and Dennis Deibel Shannon Denner Debra Gross and Daniel Dershowitz Pat and Ron Dickerson Leslie and Neil Dilley Donatos Melissa and Sara Donovan Kelley Douglas Kelly and Brian Dunlevy Kathleen and Bart Earles Nicole Edwards Sharon and Jim Edwards Brenda and Bert Elliott Lisa Elliott Jodie and Jason Engle Bev and Mark Engle Kelli and Larry English Joyce and Ronald Erkis Shelly Casto and Kevin Fish Kristin and Jeff Florey Vickie and Jason Fomich Franklin Park Conservatory Karen and Jerry Frengou Mindy and Robert Galbreath Tia and Mark Gannon Anita and William Gardner Pamela Gartin Ghostwriter Public House/ Denise and Dennis Blankemeyer Giammarco’s Restaurant Mary and Robert Gilbert Rebecca Lower and Nina Gipson Giuseppe’s Ritrovo Karen Gledhill Audrey Glenn Wayne Gniewkowski Cameron Goike Missy Gomer The Governor’s Cigar Lounge Karen and George Greco Susan and Robert Gross Kinder and Chad Gummer Christine and Michael Gutridge Sarah Haeberle Ruth and Robert Hallisy Valerie Hanson Jill and Jim Harlan Harvest Pizzeria Donna and Chris Hawkins Marilyn F. Hess Terri and Russ Hessler Alison Hickman Susie Prince and James Hilborn Leigh Hill Steve and Vanessa Hiltner Hilton Columbus at Easton Julie and Chris Hinds Karen Hinds Nina and Harry Hines Laura and Mitchell Hirsch Nancy and Richard Hobe Sherril Hoel Susan and Rick Hoskins Brenda Houston ht-pet, LLC Jane and Nick Huber Liesl and John Huenemann Doug Jadwin

Jimmy Johns Diana L. Jacobs and Chris Johnson Cathy and David Jordan Rosalind and Gary Judd Ellen and Rolf Kates Melissa Crespy and Larry Kaufman Marie and Mark Keister Cathy and Lonnie Kelley Lexi Kelley April and Todd King Carol and Wayne King Kathy and Simon Kish Gale and Steven Klayman Sara Knight Austin Kochs Jacob Kristensen Victor Krupman Shetal Parikh and Phil Landauer Lands’ End Laura and Robert Largent Kathy and Ralph Larouere Erin B. Leahy Michelle and Jeff Lewis Deborah Lindsay Lockbox Lexington Joy and Bob Longfellow Victoria and Patrick Losinski Karen Lough Lynn and Edward Luffey Lurie Family Charitable Fund of The Columbus Foundation/ Nancy and Thomas Lurie Mark Lux Carrie and Andrew Madison Maple Orthodontics Danita Marchese Janet and Charles Marsden Marshall University HELP Program Sara and Regis Martin-Fuller Thomas Masters Maxwell Financial Mangement Amelia and Bill McCarty Leslie and Mark McClain Ralph McCormick Ben Burwinkel and Kat McDonough Ann and Terrence McGuff Heather and James McKay Sally and Steven Meier Connie, Sandy and Elliot Meizlish Megan and Ben Menker Kathy and Mark Messick Nancy and Bruce Meyer Malak Miari Kristen and Paul Mikita Lori Vu-Miller and Jason Miller Mollard Consulting/Kerri and Paul Mollard Jamison Pack and Jason Moore Richard Moore Mount St. Joseph University Marburn Parent Teacher Organization Jane Murley Amanda Murlin Donna Musilli Muskingum University Ruth Myers Lisa Annis Neuhoff Kendra and Bill Nordquist Ohio Dominican University Beth Olivieri Joyce and James O’Malley Orange Theory Bexley Orange Theory Polaris Stacie and Steve Orban

Judith and Ronald Osgood OSU Wexner Medical Center James Owens Karen Page Terri Keegstra and Philip Painter Rachel and Daniel Patton Joe Paul Leslie Paxton Stacie Pearson Carolyn and John Phillips Pam and John Powers Trina and David Ptak Archana Ramanujam Joanne Ransom Joyce and Frank Rauschenberger Refectory Restaurant Adam Rex Kirby Reynolds Kelly Hunter-Rice and Scott Rice Vickie and Jason Rice Sandra Riedl Michelle Robinson Melissa Rodgers Katie Rooney Lauren Rossi Stephanie and David Royal Rusty Bucket Bexley Carmen Sams Thomas and Matthew Savage Howard Schlezinger Kelly and Kevin Schmidt Marilyn and Malcolm Shrimplin Fran Simon Linda Skelton Skin Oasis Rebecca Skinner Skyline Chili Wendy Hansen-Smith and Edward Smith Wendy Sorenson SOW Plated Darrell Spegal Gina and Shane Spicer Janet Spigos Square One Salon and Spa Karen and Paul Staley Dorene and Ryan Stander Jessica and Erik Stefanacci

Rhonda and Joseph Stephan Sadie and Seyman Stern Stile Salon Stephanie and Brian Trenton Diane and John Sumen Amy Sumida SURROUND Swensons Drive-In Katie and Bill Talbott Michele and Michael Tamarkin Susan Tanur Taylor Family Mary and Brant Tedrow Templin Family Linda Holvik and Philip Tetzloff Tiffin University Bethanne and Jeffrey Tilson Christine and John Troutman True Food Kitchen University of Mount Union Urban Float Ursuline College Paul and Rebekah Van Dop Lillian Varney Amy and Michael Vermilion Stacy and David Vu Elizabeth and Kevin Weakley Lindsey and Douglas Webster Ann and Clem Weidenbenner Linda Welch Nicole Whitaker Christine and Tony White Kelly Widdows Sterling Wiggins Melissa Will Diane and Gary Wilson Kyle Wilson Deb and David Wiltshire Patricia Winter Shari Wolfe Wright State University Wendy Yamasaki Miriam and Bernard Yenkin Keith Yoder Amy Young Willa Young Brandon Zall

CAPITAL CAMPAIGN AND ENDOWMENT We’d like to recognize our donors who continue to make multi-year pledge payments towards our Capital Campaign and donors who made gifts to Marburn’s Endowment Fund. These visionary investments facilitated our move to New Albany and fund student scholarship awards in perpetuity.

Carol and Mike Anderson Anonymous Marilyn and J. Richard Briggs Fund/ Marilyn and Richard Briggs 38 Marburn Magazine 2020

Marjorie L. Garek Carrie and Andrew Madison Amelia and Bill McCarty Heather and Jim McKay

United Titanium/ Stephanie and Michael Reardon Krista and Jamie Williamson

EARL OREMUS INSPIRATION FUND Thank you to the donors who gave to The Earl Oremus Inspiration Fund. This endowed fund will be used to help future generations of students who learn differently. Earl Oremus, Marburn Academy’s Head of School for over 27 years, passed away January 25, 2020. Earl’s passion for learning along with his engaging presence will be greatly missed in our community.

Anonymous (2) Richard Arena Paula Armentrout Diane and Bruce Arter Sarah and James Bacha Monica Badurina Cynthia and Mark Barr Terrence Barr Maggie Bender Damon Beres Emily Berty Bill Benninger, Steven Guy and Associates Mary Ann and George Boser Andrea Brownstein Marsha Calder Debra and Joel Chermonte Judy and John Chester Polly and Carlos Clavijo Kathy and Mike Cullinan

Susan Dapo Barbara and Richard Davidson Nancy and Steven Davis Lucy Godman and Brent Duncan Envisage Wealth Brittany Foegler Krista and Brett Foster Anita and William Gardner Marjorie L. Garek Kelly and Jack Grote Carolyn and John Hackworth Rebecca and Doug Hamilton Terry and Billy Harrison Kathy and Ronald Harter Mary Ann Hatton Nina and Harry Hines Barbara and Robert Holland Norma and Maurice Katcher Marie and Mark Keister

Karen and Michael LaRowe Claudia and David Lehman Karen and Howard Levy Helen and Gerald Mack Lucy and Ryan Masa Jan and Thomas McCain Ben Burwinkel and Kat McDonough Karen and Rick Milenthal Betsy and Craig Morrison The New Community School Lisa and Jeff Norris Michelle Paul and Dael Norwood Sandra and Frank O’Dell Jane and Rick O’Hara Martha Orbovich Stuart Oremus Rita and William Ormond Ann and Ron Pizzuti Jane and Ralph Roach Chris Roberts

Ann and Leonard Robinowitz Michael Rockas Rosemary and Douglas Rossiter Janet and Thomas Schultz Lois and Gary Scott Jacquelyn and Ryan Shafer Springer School Rebecca and Gerald Stebelton Lynne and Martin Steger Shiloh Todorov Scott Tribble Patricia Wagner Lee R. Wallace Linda Welch Sherri and Robert Whetzel Julie and Jeffrey Wilkins Edward Wilson Sharon and Andy Wolfe Elizabeth Wyles

COVID-19 EMERGENCY FAMILY ASSISTANCE FUND We would like to recognize those donors who gave to Marburn in response to the financial implications of the COVID-19 pandemic. Marburn Academy established the COVID-19 Emergency Family Assistance Fund to support Marburn families experiencing a temporary financial hardship due to COVID-19 through tuition payment deferrals, extended or modified payment plans, or tuition forgiveness.

Anonymous Jessica and Mark Ditullio Kristin and Jeff Florey

Hicks Partners, LLC/ Kathlene and Brian Hicks Carol and Wayne King Laura and Robert Largent

Pam and Tim Martin Fran Simon Elizabeth and Kevin Weakley

TRIBUTE GIFTS Thank you to donors who made a gift in honor of a family member, memorialized a loved one, or celebrated a friend’s achievement.

In honor of a Caring Faculty and Staff Karen and Howard Levy

In honor of Rick Milenthal’s 60th Birthday Bethanne and Jeffrey Tilson

In honor of Jeni Beck and Ben Beck Kirby Reynolds

In memory of Vito Nocero Ann and Clem Weidenbenner

In honor of Evan Boser The Boser Family

In honor of Nina Politi Marilyn and Richard Briggs

In honor of Brenden Breitbach Teresa and Kevin Breitbach

In memory of Mike Riedl Sandra Riedl

In honor of Marjorie Garek and In memory of Robert Garek Bruce and Nancy Meyer

In memory of Janice Roth Marjorie and Beth Garek, Trisha and Derek Harp and Family, Debra and Michael Parkes and Family

In honor of Ruth Rubin Sophie & David Rubin Foundation/ Gloria and Martin Rubin In memory of Gary Scott Frank and Joyce Rauschenberger In honor of Dylan Vu Lori Vu-Miller and Jason Miller In honor of Sharon and Andy Wolfe Sarah and William Reynolds

In honor of Megan Hinds Julie and Chris Hinds In memory of Samuel Luffey Lynn and Edward Luffey Melissa Will In honor of Will Martin Pam and Tim Martin In honor of Karen and Rick Milenthal Beth and Steve Catlett Chana and Cliff Chenfeld Beth Grimes-Flood and Tom Flood Lisa Newmark and Arnold Good Holly and Brad Kastan Doris and Dan Korda Bonnie and David Milenthal OSU Wexner Medical Center’s Department of Psychiatry and Behavioral Health and Neurological Institute Advancement Bruce and Joy Soll Michael and Michele Tamarkin Susan Tanur Miriam and Bernard Yenkin

Marburn Magazine 2020 39

9555 Johnstown Rd. New Albany, OH 43054

Community is so much more than belonging to something; it’s about doing something together that makes belonging matter.

-brian solis